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40.17 103.742 121.166 100.74 121.166H59.3528C59.3528 129.468 61.2926 136.081 65.172 141.005C69.0514 145.929 75.3757 148.391 84.145 148.391C87.6497 148.446 91.1513 148.155 94.5984 147.522C96.9617 147.079 99.2905 146.469 101.567 145.697C102.599 145.363 103.602 144.945 104.564 144.446L107.056 149.929C107.056 150.155 105.758 151.233 103.144 153.162C100.007 155.387 96.5964 157.201 92.9956 158.558C88.5118 160.278 83.739 161.125 78.9357 161.052C66.8445 161.052 57.6628 157.484 51.3907 150.346H51.3995ZM91.9154 111.242C92.2538 109.157 92.4198 107.047 92.4119 104.934C92.4119 98.5148 91.3579 93.8108 89.2497 90.8215C87.1416 87.8322 83.2739 86.326 77.6464 86.3028C71.4324 86.3028 66.8851 88.5448 64.0046 93.0287C61.1241 97.5126 59.5735 104.013 59.3528 112.529L91.9154 111.242Z" fill="#ffffff"></path><path d="M258.788 150.346C252.516 143.203 249.383 133.213 249.388 120.375C249.388 111.529 250.997 103.709 254.214 96.9131C257.094 90.4972 261.74 85.028 267.612 81.1412C273.435 77.4035 280.237 75.4684 287.16 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155.928 380.893 157.577 377.444 158.767C373.037 160.321 368.388 161.08 363.715 161.009C352.285 161.009 343.354 157.55 336.919 150.633C330.484 143.716 327.267 133.616 327.267 120.332C327.267 111.486 328.846 103.665 332.006 96.8697C334.855 90.4342 339.507 84.9572 345.404 81.0978C351.373 77.3351 358.318 75.4014 365.378 75.5364C373.468 75.5364 379.929 77.5293 384.761 81.515C389.593 85.5007 392.006 90.4799 392 96.4527C392.046 98.659 391.241 100.799 389.752 102.431C388.254 104.091 385.902 104.925 382.679 104.925C381.414 104.968 380.15 104.797 378.942 104.421C377.992 104.091 377.409 103.874 377.2 103.761L374.368 87.9888C373.442 87.5714 372.463 87.2792 371.459 87.1198C369.306 86.5987 367.097 86.3476 364.882 86.3725C357.332 86.3725 352.065 88.7796 349.08 93.5937C346.095 98.4078 344.596 106.405 344.585 117.586C344.585 128.761 346.58 136.701 350.569 141.405C354.559 146.109 361.107 148.461 370.213 148.461C373.13 148.472 376.043 148.248 378.924 147.792C381.117 147.469 383.285 146.998 385.414 146.384C386.461 146.091 387.488 145.731 388.489 145.306L390.824 150.946C390.824 151.172 389.596 152.171 387.157 153.935" fill="#ffffff"></path><path d="M230.912 84.6432C225.36 78.5604 218.04 75.516 208.951 75.5103C204.092 75.3932 199.265 76.3301 194.804 78.2562C191.398 79.7218 188.209 81.6456 185.326 83.9741L185.648 90.4566C190.773 88.8785 196.097 88.0387 201.459 87.9627C208.782 87.9627 213.969 90.2597 217.017 94.8537C220.066 99.4477 221.594 107.112 221.6 117.847C221.6 129.462 219.823 137.761 216.268 142.743C212.714 147.725 207.487 150.216 200.588 150.216C195.463 150.194 190.385 149.237 185.605 147.392L184.272 153.701C189.377 158.463 195.811 160.844 203.576 160.844C209.91 160.877 216.1 158.962 221.303 155.36C226.687 151.711 231.014 146.288 234.283 139.093C237.553 131.898 239.19 123.156 239.196 112.868C239.196 100.123 236.42 90.7144 230.868 84.6432" fill="#ffffff"></path><path d="M188 34H166V160H188V34Z" fill="#8dc9e6"></path><path d="M188 97H166V160H188V97Z" fill="#50b693"></path><path d="M148 20H125V160H148V20Z" fill="#e8476f"></path><path d="M148 34H125V160H148V34Z" fill="#8dc9e6"></path><path d="M148 65H125V160H148V65Z" fill="#fdd068"></path><path d="M1 161H431" stroke="#ffffff" style="opacity:0"></path><path d="M1 161L1 0" stroke="#ffffff" style="opacity:0"></path><path d="M431 161L431 0" stroke="#ffffff" style="opacity:0"></path></g></svg><h1 class="Hero_Title__sOCH4">evidence-based language education<br/></h1><div class="Hero_Lines__TpRfQ"><div class="Lines_Lines__qaU_0" style="--first-division:33%"></div></div></header><main class="Projects_main__1t4D5"><h1 class="Projects_pageTitle__KFwBe">Projects</h1><ul class="Projects_projectsList__A1xWa"><li class="Projects_projectItem__jDcQ2"><div class="Card_Card__kEhHO"><div class="Card_CardImage__fjmka" style="background-image:url(/images/pi.jpg)"></div><div class="Card_CardContent__8dOh9"><h3><a href="/projects/_-1">Positioning and Information (PI): the form and substance of analytical texts in secondary and higher education</a></h3><p class="Card_Reference__1lEua">REDICE18-1920<!-- -->, PI: <span class="Card_Pi__KhRv6">Elisa Rosado</span></p><div class="Card_Abstract__gPOCp"><p>The project has a twofold purpose. On the one hand, we aim to describe the main problems, in terms of content and form, in the analytical texts of secondary and higher education students; on the other hand, we want to make it easier for teachers at these educational levels to eva...</p></div></div></div></li><li class="Projects_projectItem__jDcQ2"><div class="Card_Card__kEhHO"><div class="Card_CardImage__fjmka" style="background-image:url(/images/captura-de-pantalla-2024-03-11-a-les-17.35.29.png)"></div><div class="Card_CardContent__8dOh9"><h3><a href="/projects/comprension-y-calidad-del-discurso-el-papel-de-la-conexion-en-el-procesamiento-de-los-textos-analiticos-cccp_pid2020-119555ga-i00">Discourse comprehension &amp; text quality: the role of connectivity in the processing of analytical texts (CCCP)</a></h3><p class="Card_Reference__1lEua">PID2020-119555GA-I00<!-- -->, PI: <span class="Card_Pi__KhRv6">Melina Aparici</span></p><div class="Card_Abstract__gPOCp"><p>Written language proficiency, key to academic and professional success, constitutes a developmental milestone that implies the combination of two fundamental abilities: reading comprehension and written text production. Moreover, when we read a text, we inevitably judge and evalu...</p></div></div></div></li><li class="Projects_projectItem__jDcQ2"><div class="Card_Card__kEhHO"><div class="Card_CardImage__fjmka" style="background-image:url(/images/pexels-fauxels-3184396.jpg)"></div><div class="Card_CardContent__8dOh9"><h3><a href="/projects/connecting-people-for-a-europe-of-diversities-hostis-hospes_776228-hostis-hospes">Connecting People for a Europe of Diversities (HOSTIS-HOSPES)</a></h3><p class="Card_Reference__1lEua">776228-Hostis-Hospes<!-- -->, PI: <span class="Card_Pi__KhRv6">Melina Aparici</span></p><div class="Card_Abstract__gPOCp"><p>The project intends to document the intercultural practices of schools enrolling foreign students, aiming to assess the strengths and weaknesses. The proposed action will support the positive role played by the educational formal and non-formal agencies and communities through fi...</p></div></div></div></li><li class="Projects_projectItem__jDcQ2"><div class="Card_Card__kEhHO"><div class="Card_CardImage__fjmka" style="background-image:url(/images/10172.jpg)"></div><div class="Card_CardContent__8dOh9"><h3><a href="/projects/cultura-cientifica-a-lescola-la-recerca-en-educacio-linguistica-al-servei-del-docent_">Scientific culture at school. Research in language education at the service of teachers</a></h3><p class="Card_Reference__1lEua">21S01022-006<!-- -->, PI: <span class="Card_Pi__KhRv6">Marilisa Birello</span></p><div class="Card_Abstract__gPOCp"><p>.</p></div></div></div></li><li class="Projects_projectItem__jDcQ2"><div class="Card_Card__kEhHO"><div class="Card_CardImage__fjmka" style="background-image:url(/images/captura-de-pantalla-2024-03-11-a-les-17.35.29.png)"></div><div class="Card_CardContent__8dOh9"><h3><a href="/projects/fron-assessment-of-quality-to-scaffolding-faqts_pid2019-108791ga-i00">From Assessment of Quality to Scaffolding (FAQTS)</a></h3><p class="Card_Reference__1lEua">PID2019-108791GA-I00<!-- -->, PI: <span class="Card_Pi__KhRv6">Naymé Salas</span></p><div class="Card_Abstract__gPOCp"><p>Writing competence is one of the most pressing challenges in education in Spain and Europe. Despite its vital importance, however, writing development research has proceeded for decades with some of its core tenets being, for the most part, undefined. For example, the very essenc...</p></div></div></div></li><li class="Projects_projectItem__jDcQ2"><div class="Card_Card__kEhHO"><div class="Card_CardImage__fjmka" style="background-image:url(/images/videoconferencia.jpg)"></div><div class="Card_CardContent__8dOh9"><h3><a href="/projects/healthcare-practices-creation-of-an-online-videoconference-bank-for-the-speech-therapy-degree_ppp">Teaching innovation project: Healthcare practices: creation of an online videoconference bank for the Speech Therapy degree</a></h3><p class="Card_Reference__1lEua">N/A<!-- -->, PI: <span class="Card_Pi__KhRv6">Melina Aparici</span></p><div class="Card_Abstract__gPOCp"><p>A didactic resource is proposed to improve the quality of the learning and education process of content and competencies related to speech therapy practice, complementing face-to-face practice with virtual training.</p>
5<p>Based on the experience acquired in the organisation of the *I...</p></div></div></div></li><li class="Projects_projectItem__jDcQ2"><div class="Card_Card__kEhHO"><div class="Card_CardImage__fjmka" style="background-image:url(/images/letelogo_dig-02-1-1-1-.jpg)"></div><div class="Card_CardContent__8dOh9"><h3><a href="/projects/learning-teaching-and-learning-to-teach-in-greek-as-foreign-second-language-evidence-from-different-learning-contexts-letegr2_1656">Learning, Teaching and Learning to Teach in Greek as Foreign/Second Language: Evidence from different learning contexts (LETEGR2)</a></h3><p class="Card_Reference__1lEua">1656<!-- -->, PI: <span class="Card_Pi__KhRv6">Maria Andria</span></p><div class="Card_Abstract__gPOCp"><p>The purpose of the <strong>LETEGR2</strong> research project (2018-2022) was to shed light on the way Greek is learned and taught in different learning contexts (second and foreign language context), as well as to identify good teaching practices that could potentially facilitate the teaching...</p></div></div></div></li><li class="Projects_projectItem__jDcQ2"><div class="Card_Card__kEhHO"><div class="Card_CardImage__fjmka" style="background-image:url(/images/element5-digital-oycl7y4y0bk-u
5nsplash.jpg)"></div><div class="Card_CardContent__8dOh9"><h3><a href="/projects/now-writing-improving-written-expression-to-guarantee-equality-across-students">Now, writing! Improving written expression to guarantee equality across students</a></h3><p class="Card_Reference__1lEua">2015ACUP 00175<!-- -->, PI: <span class="Card_Pi__KhRv6">Naymé Salas</span></p><div class="Card_Abstract__gPOCp"><p><em>The goal of the project was to make a positive impact on the current written composition performance of students at compulsory-education levels attending schools in disadvantaged areas.</em> The underlying assumption was that written composition is part of students’ basic competenci...</p></div></div></div></li><li class="Projects_projectItem__jDcQ2"><div class="Card_Card__kEhHO"><div class="Card_CardImage__fjmka" style="background-image:url(/images/projecte-4.jpeg)"></div><div class="Card_CardContent__8dOh9"><h3><a href="/projects/riuscire-rete-universitaria-socioculturale-per-listruzione-e-il-recupero-in-carcere_">University SocioCultural Network for Education and Rehabilitation in Prison (RiUscire) </a></h3><p class="Card_Reference__1lEua">2014-1-IT02-KA204-003517<!-- -->, PI: <span class="Card_Pi__KhRv6">Marilisa Birello</span></p><div class="Card_Abstract__gPOCp"><p>RiUscire intends to exploit the multilingual and intercultural dimension of the prison context in order to transform it into a place of resources and re-education through integrated actions of training courses addressed to foreign prisoners, prison staff and teachers working in t...</p></div></div></div></li><li class="Projects_projectItem__jDcQ2"><div class="Card_Card__kEhHO"><div class="Card_CardImage__fjmka" style="background-image:url(/images/scientific.jpg)"></div><div class="Card_CardContent__8dOh9"><h3><a href="/projects/teaching-innovation-project-improving-the-scientific-culture-of-primary-school-teacher-trainees">Teaching innovation project: Improving the scientific training of Primary Education students</a></h3><p class="Card_Reference__1lEua">N/A  <!-- -->, PI: <span class="Card_Pi__KhRv6">Naymé Salas</span></p><div class="Card_Abstract__gPOCp"><p>The teaching of written language in our context is the victim of numerous misunderstandings about its development and learning. This often results in classroom teaching not being based on current theories about how we learn to read and write. The results in written expression oft...</p></div></div></div></li><li class="Projects_projectItem__jDcQ2"><div class="Card_Card__kEhHO"><div class="Card_CardImage__fjmka" style="background-image:url(/images/projecte-3.png)"></div><div class="Card_CardContent__8dOh9"><h3><a href="/projects/teaching-innovation-project_">Teaching innovation project: Design and implementation of a digital portfolio for the development of the reflective practice of future teachers on written language</a></h3><p class="Card_Reference__1lEua">N/A<!-- -->, PI: <span class="Card_Pi__KhRv6">Marilisa Birello</span></p><div class="Card_Abstract__gPOCp"><p>.</p></div></div></div></li><li class="Projects_projectItem__jDcQ2"><div class="Card_Card__kEhHO"><div class="Card_CardImage__fjmka" style="background-image:url(/images/projecte-1.png)"></div><div class="Card_CardContent__8dOh9"><h3><a href="/projects/teaching-innovation-project_pr5">Teaching innovation project: Design and implementation of tasks to promote critical and reflective thinking on the teaching and learning of written language of the students of Primary Education Degree in the context of the digital portfolio </a></h3><p class="Card_Reference__1lEua">N/A<!-- -->, PI: <span class="Card_Pi__KhRv6">Marilisa Birello</span></p><div class="Card_Abstract__gPOCp"><p>.</p></div></div></div></li><li class="Projects_projectItem__jDcQ2"><div class="Card_Card__kEhHO"><div class="Card_CardImage__fjmka" style="background-image:url(/images/pexels-ann-h-6732757.jpg)"></div><div class="Card_CardContent__8dOh9"><h3><a href="/projects/virtual-language-sample-analysis-program-with-formative-feedback_">Teaching innovation project: Virtual language sample analysis program with formative feedback</a></h3><p class="Card_Reference__1lEua">N/A<!-- -->, PI: <span class="Card_Pi__KhRv6">Melina Aparici</span></p><div class="Card_Abstract__gPOCp"><p>This proposal aims to create a didactic resource for several subjects of the Speech Therapy Degree. Specifically, this resource will allow students to autonomously analyse speech and writing samples based on different analytical criteria (phonology, lexicon, morphosyntax, spellin...</p></div></div></div></li><li class="Projects_projectItem__jDcQ2"><div class="Card_Card__kEhHO"><div class="Card_CardImage__fjmka" style="background-image:url(/images/notvolemsercientifiquesenginyeresgran.jpg)"></div><div class="Card_CardContent__8dOh9"><h3><a href="/projects/we-want-to-be-scientists-stem-project-with-a-gender-perspective_00">We want to be scientists! STEM project with a gender perspective</a></h3><p class="Card_Reference__1lEua">FCT-20-15569<!-- -->, PI: <span class="Card_Pi__KhRv6">Anna Cros</span></p><div class="Card_Abstract__gPOCp"><p>The aim of the project &quot;We want to be scientists! STEM project with a gender perspective&quot; is to contribute to the scientific education of schoolchildren in the fifth and sixth years of primary school and the first cycle of ESO, to promote literacy and knowledge transfer, the gene...</p></div></div></div></li></ul></main><footer class="Footer_Footer__wOtNb"><div class="Lines_Lines__qaU_0" style="--first-division:33%"></div><div class="Footer_Logo__cbetJ"><span style="box-sizing:border-box;display:inline-block;overflow:hidden;width:initial;height:initial;background:none;opacity:1;border:0;margin:0;padding:0;position:relative;max-width:100%"><span style="box-sizing:border-box;display:block;width:initial;height:initial;background:none;opacity:1;border:0;margin:0;padding:0;max-width:100%"><img style="display:block;max-width:100%;width:initial;height:initial;background:none;opacity:1;border:0;margin:0;padding:0" alt="" aria-hidden="true" src="data:image/svg+xml,%3csvg%20xmlns=%27http://www.w3.org/2000/svg%27%20version=%271.1%27%20width=%2775%27%20height=%2730%27/%3e"/></span><img alt="Elbec logo" src="data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7" decoding="async" data-nimg="intrinsic" style="position:absolute;top:0;left:0;bottom:0;right:0;box-sizing:border-box;padding:0;border:none;margin:auto;display:block;width:0;height:0;min-width:100%;max-width:100%;min-height:100%;max-height:100%"/><noscript><img alt="Elbec logo" srcSet="/elbec-dark.svg 1x, /elbec-dark.svg 2x" src="/elbec-dark.svg" decoding="async" data-nimg="intrinsic" style="position:absolute;top:0;left:0;bottom:0;right:0;box-sizing:border-box;padding:0;border:none;margin:auto;display:block;width:0;height:0;min-width:100%;max-width:100%;min-height:100%;max-height:100%" loading="lazy"/></noscript></span></div><ul class="Footer_Links__ELsvT"><li class="Footer_Link__7wWzk"><a href="/en/projects">Projects</a></li><li class="Footer_Link__7wWzk"><a href="/en/publications">Publications</a></li><li class="Footer_Link__7wWzk"><a href="/en/news-events">News &amp; Events</a></li><li class="Footer_Link__7wWzk"><a href="/en/contact">Contact</a></li></ul><div class="Footer_Logo__cbetJ"><span style="box-sizing:border-box;display:inline-block;overflow:hidden;width:initial;height:initial;background:none;opacity:1;border:0;margin:0;padding:0;position:relative;max-width:100%"><span style="box-sizing:border-box;display:block;width:initial;height:initial;background:none;opacity:1;border:0;margin:0;padding:0;max-width:100%"><img style="display:block;max-width:100%;width:initial;height:initial;background:none;opacity:1;border:0;margin:0;padding:0" alt="" aria-hidden="true" src="data:image/svg+xml,%3csvg%20xmlns=%27http://www.w3.org/2000/svg%27%20version=%271.1%27%20width=%27182%27%20height=%2755%27/%3e"/></span><img alt="UAB logo" src="data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7" decoding="async" data-nimg="intrinsic" style="position:absolute;top:0;left:0;bottom:0;right:0;box-sizing:border-box;padding:0;border:none;margin:auto;display:block;width:0;height:0;min-width:100%;max-width:100%;min-height:100%;max-height:100%"/><noscript><img alt="UAB logo" srcSet="/_next/image?url=%2FUAB-logo.png&amp;w=256&amp;q=75 1x, /_next/image?url=%2FUAB-logo.png&amp;w=384&amp;q=75 2x" src="/_next/image?url=%2FUAB-logo.png&amp;w=384&amp;q=75" decoding="async" data-nimg="intrinsic" style="position:absolute;top:0;left:0;bottom:0;right:0;box-sizing:border-box;padding:0;border:none;margin:auto;display:block;width:0;height:0;min-width:100%;max-width:100%;min-height:100%;max-height:100%" loading="lazy"/></noscript></span></div><div class="Footer_LegalLanguages__MPBWY"><nav><a href="/terms-conditions">Terms &amp; Conditions</a> |<!-- --> <a href="/privacy-policy">Privacy Policy</a></nav><nav><a class="Footer_LanguagesLink__CBbxn" href="/es/projects">Castellano</a><a class="Footer_LanguagesLink__CBbxn" href="/ca/projects">Català</a></nav></div></footer></div>
5<script id="__NEXT_DATA__" type="application/json">{"props":{"pageProps":{"projects":[{"slug":"/projects/_-1","attributes":{"order":4,"id":"REDICE18-1920","name":"Positioning and Information (PI): the form and substance of analytical texts in secondary and higher education","image":"/public/images/pi.jpg","reference":"REDICE18-1920","funding_agency":"REDICE18-1920 - Projectes ICE 01/- 01/2018Universitat de Barcelona","amount":2020,"currency_type":"EUR","running_from":"2018-2019","pi":["Elisa Rosado"],"abstract":"The project has a twofold purpose. On the one hand, we aim to describe the main problems, in terms of content and form, in the analytical texts of secondary and higher education students; on the other hand, we want to make it easier for teachers at these educational levels to evaluate, in all their dimensions, the texts produced by their students. The aims of the project can be summed up in two general objectives and the corresponding specific objectives: \n\n1. To identify, describe and typify the most recurrent difficulties observed in analytical texts, both in their formal characteristics and in the quantity and quality of their content, produced by secondary and higher education pupils before and after the application of a pedagogical treatment on analytical/argumentative texts. 1st Analyse the analytical texts produced by the participants in order to identify, describe and typify the most problematic formal aspects 1b. To analyse how the logical-semantic relations between the different parts of the argumentation are managed in the texts. 1c. Produce a descriptive report of the results and conclusions of the analysis of the difficulties in the use of linguistic forms and content management.\n2. To design, apply and test, on the basis of the results obtained in the fulfilment of objective 1, a Guide for the evaluation of analytical texts which can be adapted to the specific needs of teachers at different levels of training and in subjects in different fields of knowledge. 2a. To draw up a list of criteria for the evaluation of analytical texts agreed by language experts and practising teachers (secondary and university) based on the results of the descriptive report (see Objective 1c). 2b. To test the validity of these criteria by applying them to the corpus texts. 2c. To draw up a guide for the evaluation of analytical texts by secondary school and university teachers, based on agreed criteria and the results of their application.\n\nBy means of a detailed analysis of the texts, we will carefully identify and illustrate which difficulties persist at the change of training cycle and specific pedagogical treatment. We therefore want to bring together the aspects that linguists and psycholinguists as well as practising secondary school and university teachers take into consideration when evaluating a text (see Tolchinsky \u0026 Castillo, 2016). From the validation of the common criteria applied and/or prioritised by teachers and experts, we will arrive at a consensual proposal that facilitates and optimises the evaluation of the quality of analytical texts at different educational levels and in different areas of knowledge as well as, in terms of formative assessment, the return to the student of the contribution it makes. The ultimate purpose of the project is to disseminate the guide in relevant educational contexts, higher education and secondary education.","relevant_outputs":null,"members":[]}},{"slug":"/projects/comprension-y-calidad-del-discurso-el-papel-de-la-conexion-en-el-procesamiento-de-los-textos-analiticos-cccp_pid2020-119555ga-i00","attributes":{"order":2,"id":"PID2020-119555GA-I00","name":"Discourse comprehension \u0026 text quality: the role of connectivity in the processing of analytical texts (CCCP)","image":"/public/images/captura-de-pantalla-2024-03-11-a-les-17.35.29.png","reference":"PID2020-119555GA-I00","funding_agency":"Ministry of Science and Innovation ","amount":54571,"currency_type":"EUR","running_from":"2021-2024","pi":["Melina Aparici"],"abstract":"Written language proficiency, key to academic and professional success, constitutes a developmental milestone that implies the combination of two fundamental abilities: reading comprehension and written text production. Moreover, when we read a text, we inevitably judge and evaluate its quality, and our judgments are determined by factors of diverse nature that include, crucially, how information is structured and connected.\n\nThe study we propose examines the connections between the comprehension and evaluation of written texts in relation to connectivity devices which, according to previous studies, guide comprehension processes, and affect external evaluations of text quality. To do so, we will design experimental tasks for investigating the role of cohesive devices in written text comprehension. Our analysis will compare online and offline measures of reading comprehension 
5with actual use of devices and the evaluations provided by external judges.\n\n![](/images/cccp.png)\n\nStudies on reading comprehension processes have rarely considered their relation with the quality of the text: both aspects have been studied independently and the relation between them is little known. Previous research has shown that the use of explicit connectivity mechanisms is an indicator of text quality. However, it is unclear how their presence influences reading comprehension: while some studies find that they facilitate text processing and guide the relation among sections of discourse, others indicate that certain subordinating connectives are difficult to process. Consequently, we speculate whether the facilitating effect of cohesive elements at the discourse level can compensate for the difficulty implied in syntactic complexity, and whether such facilitating effect operates with all types of semantic relations.\n\nThe goal of this project is to determine whether these text quality indicators affect discourse processing and facilitate their comprehension, at different school levels and in analytical texts, particularly important in academic contexts. We aim at discerning the possible differences between reading to evaluate and reading to comprehend. We will design a series of reading comprehension experiments adapted to the school level of the participants (12, 16 years, and adults) and to their linguistic condition (Spanish native speakers vs L2 learners). In such experiments, to obtain measures of reading time and text comprehension, the presence of connective elements (syntactic and discursive) will be controlled. We will also design a task for evaluating the appropriateness of syntactic and discourse connectives in specific discourse contexts; this will provide information on how their presence is evaluated by the participants.\n\nDetermining how the occurrence of text connectives facilitates reading comprehension will shed light on the nature and development of text comprehension abilities. The comparison of two types of data will unveil the specific nature of the relation between what facilitates reading and what is valued in the assessment of text quality. All in all, we expect to contribute to the actual knowledge about how the comprehension and production of analytical texts interact and develop.","members":["Remei González","Iban Mañas","Rocío Cuberos","Elisa Rosado","Alondra Camus"]}},{"slug":"/projects/connecting-people-for-a-europe-of-diversities-hostis-hospes_776228-hostis-hospes","attributes":{"order":7,"id":"776228-Hostis-Hospes","name":"Connecting People for a Europe of Diversities (HOSTIS-HOSPES)","image":"/public/images/pexels-fauxels-3184396.jpg","reference":"776228-Hostis-Hospes","funding_agency":"EU. Rights, Equality and Citizenship Programme (REC Progr.) 2014-2020","amount":19953,"currency_type":"EUR","running_from":"2017-2019","pi":["Melina Aparici"],"abstract":"The project intends to document the intercultural practices of schools enrolling foreign students, aiming to assess the strengths and weaknesses. The proposed action will support the positive role played by the educational formal and non-formal agencies and communities through field research and documentation activities, as well as the mutual sharing and diffusion of Intercultural Good Practices.\n\nThe project is articulated in 3 interconnected Workstreams: mapping and investigate the multicultural challenges faced by the school system and its resilience capacity in transit migration areas (WS 1); experimenting a pilot model of intercultural learning in transit migration societies and systematization of the research’s findings framed in a pilot model’s proposal (WS 2); promoting and disseminating the “Sicilian intercultural model” for intercultural dialogue and inclusion at regional and EU level (WS 3).\n\nThroughout the research, the contribution of the teachers interviews will be crucial, as the outcome of the educational process mainly relies on the capabilities of teachers to transform the school in a space of active citizenship.","members":[]}},{"slug":"/projects/cultura-cientifica-a-lescola-la-recerca-en-educacio-linguistica-al-servei-del-docent_","attributes":{"order":13,"id":".","name":"Scientific culture at school. Research in language education at the service of teachers","image":"/public/images/10172.jpg","reference":"21S01022-006","funding_agency":"Ajuntament de Barcelona ","amount":2500,"currency_type":"EUR","running_from":"2021-2022","pi":["Marilisa Birello"],"abstract":"."}},{"slug":"/projects/fron-assessment-of-quality-to-scaffolding-faqts_pid2019-108791ga-i00","attributes":{"order":1,"id":"PID2019-108791GA-I00","name":"From Assessment of Quality to Scaffolding (FAQTS)","image":"/public/images/captura-de-pantalla-2024-03-11-a-les-17.35.29.png","reference":"PID2019-108791GA-I00","funding_agency":"Ministerio de Ciencia e Innovación","amount":52030,"currency_type":"EUR","running_from":"2020-2023","pi":["Naymé Salas"],"abstract":"Writing competence is one of the most pressing challenges in education in Spain and Europe. Despite its vital importance, however, writing development research has proceeded for decades with some of its core tenets being, for the most part, undefined. For example, the very essence of the quality of written products, that is, text quality is still very much under debate. Without a robust and objective understanding of the text-based aspects that should be looked for in writing development and of the different factors that impinge on such process, the field in its entirety will always struggle to build on previous research, so that evidence can truly accumulate and be efficient to face the challenges of a knowledge-based society.\n\nThis type of limitations to our knowledge of how writing develops are partly responsible for the difficulties that have been identified with the teaching of writing at school. According to some studies, teachers are either not in close contact with relevant research f
5indings about written language teaching, or these findings are not being disseminated properly. We would like to argue that there is a third possibility: that relevant research findings are not produced in a way that is useful for practitioners to derive everyday pedagogical decisions.\n\nWe would like to propose that the way we conduct intervention studies and the subsequent meta-analytic studies do not properly translate to educators everyday concerns. We should be factoring in as many nuances to the effectiveness of an intervention, which would help or refuting) the effectiveness of a teaching method, to providing detailed information about its suitability, attending to common teacher concerns and realities. In other words, we aim to not just establish what works, but when and for whom, incorporating as many details as possible. In this project, we aim to provide a strong empirically-based approach to the assessment of writing across educational levels, by resorting to the large corpora that members of the research team have collected over several projects, as well as with the texts that will be collected in the context of the present project. This assessment goal will be complemented by a series of quasi-experimental interventions in primary schools. The main aim of these interventions will be to evaluate their effectiveness in a way that resonates with teachers and practitioners. In this sense, the project intends to explore a methodological approach that will serve to answer common, everyday questions that teachers might be making themselves with regards to the teaching of writing. Our project will make a substantial contribution to the field of text quality teaching and research by offering a thorough developmental account of a host of text characteristics in relation to several other aspects of the texts and of their writers, as well a providing detailed, evidence-based orientations for the teaching of writing at school.","members":["Elisa Rosado","Iban Mañas","Mariona Pascual","Remei González","Rocío Cuberos"]}},{"slug":"/projects/healthcare-practices-creation-of-an-online-videoconference-bank-for-the-speech-therapy-degree_ppp","attributes":{"order":10,"id":"Pr3","name":"Teaching innovation project: Healthcare practices: creation of an online videoconference bank for the Speech Therapy degree","image":"/public/images/videoconferencia.jpg","reference":"N/A","funding_agency":"ICE-UAB","amount":4000,"currency_type":"EUR","running_from":"2021-2022","pi":["Melina Aparici"],"abstract":"A didactic resource is proposed to improve the quality of the learning and education process of content and competencies related to speech therapy practice, complementing face-to-face practice with virtual training. \n\nBased on the experience acquired in the organisation of the *I and II Inter-University Online Conference on Speech Therapy Practice*, a related action is proposed, but sustainable in the medium and long term, which consists of the design and creation of a bank of videoconferences oriented towards practical healthcare training. The construction of this bank will be based on the information on areas of interest, self-perception of competences not named and formats considered practical, obtained from the students in these previous actions. \n\nWe hope that this project will contribute to covering the practical training needs of Speech Therapy students, a health qualification that requires a high level of practical training, providing them with a resource to (a) be able to face a critical mass of cases and practice their analysis according to diagnostic objectives, (b) have access to the explanation and application of techniques and intervention strategies that are little known or difficult to master, and (c) practice clinical reasoning on cases that are difficult to access, without the need for teachers and centers to intervene in a face-to-face manner.","members":["Alondra Camus","Paula Resina"]}},{"slug":"/projects/learning-teaching-and-learning-to-teach-in-greek-as-foreign-second-language-evidence-from-different-learning-contexts-letegr2_1656","attributes":{"order":12,"id":"1656","name":"Learning, Teaching and Learning to Teach in Greek as Foreign/Second Language: Evidence from different learning contexts (LETEGR2)","image":"/public/images/letelogo_dig-02-1-1-1-.jpg","reference":"1656","funding_agency":"Hellenic Foundation for Research and Innovation \u0026 Greek General Secretariat for Research and Innovation","amount":150000,"currency_type":"EUR","running_from":"2018-2022","pi":["Maria Andria"],"abstract":"The purpose of the **LETEGR2** research project (2018-2022) was to shed light on the way Greek is learned and taught in different learning contexts (second and foreign language context), as well as to identify good teaching practices that could potentially facilitate the teaching of Greek in each of these contexts. Nowadays, given the fact that there is a growing need for learning Greek as Second Language (SL) /Foreign Language (FL), firstly, examining how Greek can be taught in a more efficient way for different target groups of learners and, secondly, adequately training and certifying teachers of Greek are issues of great importance for our community. In order to address these issues, the current project set three interrelated and complementary studies. The three studies were meant to approach the area of Modern Greek as a SL/FL from different perspectives and also to do so by taking into account all the parties implied in the learning process.\\\n\\\nThe **LETEGR2** project was funded by the General Secretariat of Research and Innovation (GSRI) and by the Hellenic Foundation for Research and Innovation (HFRI). The Host Institutions for the LETEGR2 project were the National and Kapodistrian University of Athens, Greece and the Modern Greek Language Teaching Center.\n\n [www.letegr2.gr](http://www.letegr2.gr/)","relevant_outputs":[],"members":[]}},{"slug":"/projects/now-writing-improving-written-expression-to-guarantee-equality-across-students","attributes":{"draft":false,"order":3,"id":"Pr1","name":"Now, writing! Improving written expression to guarantee equality across students","image":"/public/images/element5-digital-oycl7y4y0bk-u
5nsplash.jpg","reference":"2015ACUP 00175","funding_agency":"Recercaixa-ACUP","amount":88088,"currency_type":"EUR","running_from":"2016-2019","pi":["Naymé Salas"],"abstract":"*The goal of the project was to make a positive impact on the current written composition performance of students at compulsory-education levels attending schools in disadvantaged areas.* The underlying assumption was that written composition is part of students’ basic competencies and must be enhanced from the initial school levels upwards, in order to ensure equal opportunities. The project’s main goal was realized via three specific aims: (1) to generate knowledge about writing development in disadvantaged contexts; (2) to provide empirical and pedagogical evidence on educational practices that are most effective for the written composition of school and academic discourse genres; and (3) to contribute to set the bases for the teaching of scientific and technical skills at all educational levels, in line with one the priority goals of the **“Estrategia Española de Ciencia y Tecnología y de Investigación”**.\n\n\n\n![]()\n\nWe implemented a mixed-methods approach (quantitative-qualitative) based on a series of intervention studies that were carried out across levels of compulsory education, which was complemented by systematic observations and in-depth interviews to a subsample. Two experimental groups and one control group received the interventions, which consisted of pre-test/post-test and maintenance testing points.\n\nOne experimental group reflected on the use of grammar for writing, while the other group was taught self-regulation strategies for written composition. All groups were taught to write discourse genres typical of school and academia. Participating teachers were specifically trained to carry out the interventions. Findings from this project have been disseminated in several national and international conferences and peer-reviewed journals.","relevant_outputs":[{"resource_name":"Publication Title","resource_link":"https://625ed483418ef50008ebcd50--elbec.netlify.app/ca/publications/title"}],"members":["Marilisa Birello"]}},{"slug":"/projects/riuscire-rete-universitaria-socioculturale-per-listruzione-e-il-recupero-in-carcere_","attributes":{"order":11,"id":".","name":"University SocioCultural Network for Education and Rehabilitation in Prison (RiUscire) ","image":"/public/images/projecte-4.jpeg","reference":"2014-1-IT02-KA204-003517","funding_agency":"Erasmus+ Key Action 2 – Strategic Partnerships for adult education","amount":27468,"currency_type":"EUR","running_from":"2014-2017","pi":["Marilisa Birello"],"abstract":"RiUscire intends to exploit the multilingual and intercultural dimension of the prison context in order to transform it into a place of resources and re-education through integrated actions of training courses addressed to foreign prisoners, prison staff and teachers working in the prisons of the countries involved. Starting from the coexistence of languages and cultures in a place of forced stay, it intends to:\n\n* enhance the multilingualism and cultural diversity inherent in a prison context;\n* promote adult education in a prison context through intercultural communication;\n* develop the inmate's linguistic-cultural competences and linguistic-professional skills for social and work reintegration;\n* provide prison staff with tools for a better understanding of communication processes with foreign prisoners and teachers with a teaching methodology aimed at optimising the results of training courses aimed at the 'foreign prisoner' learner.\n\nThe project involves five European universities in Italy, Germany, France, Spain and Portugal that are characterised by their commitment to language training and/or training in the prison context, as well as the Italian Higher Institute of Penitentiary Studies.","members":[]}},{"slug":"/projects/teaching-innovation-project-improving-the-scientific-culture-of-primary-school-teacher-trainees","attributes":{"draft":false,"order":5,"id":"Pr2","name":"Teaching innovation project: Improving the scientific training of Primary Education students","image":"/public/images/scientific.jpg","reference":"N/A  ","funding_agency":"  Projectes d'Innovació Docent - Facultat de Ciències de l'Educació, UAB","amount":1000,"currency_type":"EUR","running_from":"2020-2020","pi":["Naymé Salas"],"abstract":"The teaching of written language in our 
5context is the victim of numerous misunderstandings about its development and learning. This often results in classroom teaching not being based on current theories about how we learn to read and write. The results in written expression often leave teachers at all levels of education dissatisfied. Moreover, teachers feel unprepared to address the teaching of writing, according to recent national and international surveys (Brindle et al., 2016; Sánchez et al., 2018). The empowerment of future teachers will involve providing them with the necessary skills to face this and other similar challenges. \n\nIn this sense, the teaching innovation project aimed to contribute to the scientific culture of teachers and other educators in the field of language. The objective was that future educational professionals give importance to classroom practices informed by scientific evidence (Davies, 1999; Ferrero et al., 2016). The science training of future educators will allow them to (1) have the ability to keep abreast of new pedagogical work and innovations in the field of literacy (and other domains); (2) be able to integrate their prior knowledge and experience with quality empirical evidence; (3) avoid applying methodologies that have not been rigorously tested; and (4) transmit the value of science as a producer of knowledge to their students.\n\nSpecifically, the project will design a program of 10 tutoring sessions in the framework of the TFG course of the degrees involved (GEP and GL). We considered that the realization of a TFG of empirical type was an excellent opportunity to confront the students with the scientific operation in an area of maximum relevance for them as future educators: the teaching of the written language. Given that the duration of the project was only one semester (October-Gener), the implementation was still in progress at the time of writing this final report.","relevant_outputs":[],"members":[]}},{"slug":"/projects/teaching-innovation-project_","attributes":{"order":9,"id":"Pr4","name":"Teaching innovation project: Design and implementation of a digital portfolio for the development of the reflective practice of future teachers on written language","image":"/public/images/projecte-3.png","reference":"N/A","funding_agency":"Projectes d'Innovació Docent - Facultat de Ciències de l'Educació, UAB","amount":1800,"currency_type":"EUR","running_from":"2021-2021","pi":["Marilisa Birello"],"abstract":".","members":[]}},{"slug":"/projects/teaching-innovation-project_pr5","attributes":{"order":14,"id":"Pr5","name":"Teaching innovation project: Design and implementation of tasks to promote critical and reflective thinking on the teaching and learning of written language of the students of Primary Education Degree in the context of the digital portfolio ","image":"/public/images/projecte-1.png","reference":"N/A","funding_agency":"Programa Intern de Millora i Innovació Docent-Facultat de Ciències de l’Educació UAB","amount":2359,"currency_type":"EUR","running_from":"2022-2023","pi":["Marilisa Birello"],"abstract":"."}},{"slug":"/projects/virtual-language-sample-analysis-program-with-formative-feedback_","attributes":{"order":8,"id":"Pr1","name":"Teaching innovation project: Virtual language sample analysis program with formative feedback","image":"/public/images/pexels-ann-h-6732757.jpg","reference":"N/A","funding_agency":"ICE-UAB","amount":1000,"currency_type":"EUR","running_from":"2020-2021","pi":["Melina Aparici"],"abstract":"This proposal aims to create a didactic resource for several subjects of the Speech Therapy Degree. Specifically, this resource will allow students to autonomously analyse speech and writing samples based on different analytical criteria (phonology, lexicon, morphosyntax, spelling, discourse), and to use the conceptual knowledge acquired in the theoretical sessions in the analysis of real cases. A virtual methodology with an automatic feedback module is proposed, which will favour the autonomous work of the students. \n\nThis project consists of 4 phases including: (a) the collection of speech and writing samples from public databases, (b) the design and development of the analysis guidelines for each teaching purpose and adapted to each subject, (c) the virtualisation of the analysis and feedback guidelines so that they are compatible with the UAB virtual classroom system (moodle), and (d) the pilot test of the implementation of the system. \n\nThe programme is expected to respond to a repeated demand from students to increase the experience with practical cases. In addition, the competences achieved during this activity will consolidate the learning of not only practical but also theoretical aspects referring to the functioning and development of oral and written language, which can be transferred to other subjects of the Degree.","relevant_outputs":null,"members":["Paula Resina"]}},{"slug":"/projects/we-want-to-be-scientists-stem-project-with-a-gender-perspective_00","attributes":{"order":6,"id":"FCT-20-15569","name":"We want to be scientists! STEM project with a gender perspective","
5image":"/public/images/notvolemsercientifiquesenginyeresgran.jpg","reference":"FCT-20-15569","funding_agency":"FECYT (Fundación Española para la Ciencia y la Tecnología), Ministerio de Ciencia, Innovación y Universidades","amount":12500,"currency_type":"EUR","running_from":"2021-2022","pi":["Anna Cros"],"abstract":"The aim of the project \"We want to be scientists! STEM project with a gender perspective\" is to contribute to the scientific education of schoolchildren in the fifth and sixth years of primary school and the first cycle of ESO, to promote literacy and knowledge transfer, the generation of scientific vocations with a gender perspective and to bring schoolchildren closer to the university. The proposal carried out during the 2021-2022 academic year consisted of a series of activities that led schoolchildren to carry out a STEM project, guided by teachers from their schools and university student mentors. The teachers and mentors, who received prior training at the university, were supported by the training team to resolve doubts and guide the process. The students also participated in a workshop on gender and science coordinated by female teachers who are experts in this field. The resulting projects were presented at the schools and at an Experiences Fair that took place at the UAB on 31 May 2022. These actions are expected to contribute to the scientific education of schoolchildren, fostering the acquisition of knowledge, familiarisation with scientific methodology and interest in science. It is also expected to contribute to the empowerment of female students for the generation of scientific vocations. \n\nThe project involved 17 class groups from 7 primary and secondary schools (400 students in the fifth and sixth years of primary school and in the first and second years of ESO); 15 teachers from the participating schools, who received training and support from the UAB training team (team from the Research Centre for Scientific and Mathematical Research-CRECIM), as well as the involvement of the school management team and faculty, 30 university student mentors (mostly women), Finally, teachers from the Faculties of Science, Biosciences and the School of Engineering of the UAB were also involved in the organisation of workshops of a scientific and technological nature aimed at the students of the participating schools.","relevant_outputs":[],"members":[]}}],"contentHero":{"hero_title":"evidence-based language education\u003cbr/\u003e","logo_alt":"evidence-based language education","home_title":"evidence-based language education","num_news":1,"num_projects":2}},"__N_SSG":true},"page":"/projects","query":{},"buildId":"ZoSbEM3PfyJ4TqXVJHNlH","isFallback":false,"gsp":true,"locale":"en","locales":["en","es","ca"],"defaultLocale":"en","scriptLoader":[]}</script>
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